1. “Integrating Cultures and Comparisons into Middle School Language Instruction”

2. The Middle Level Learner
According to Eichhorn (1996) middle school learners ages 11 – 13 ½ are “transescents.”
They are different from elementary and high school learners because of the many changes that happen to them within a very short period of time.
They have alternating periods of high energy and listlessness.
And they become preoccupied with self image.
They become sensitive to typical classroom discussions concerning physical descriptions, daily routines with reflexive verbs, comparisons with clothing sizes, and other topics referring to appearance.

3. How can we characterize the “Middle school learner?”
They can be characterized as being in the “romantic” stage of development (Egan 1979).
They bring curiosity to the classroom; they seek out the limits of the real world; they explore the world’s challenges that are beyond daily living, such as nobility, courage, genius, energy, or creativity.
They view issues as either right or wrong, demonstrate a strong sense of justice and will work for an important cause.
They are fascinated with the extremes of what exists and what is known; they are able to memorize and retain massive amounts of detail.
They strive for individual definition of self, and gain identity by becoming part of a group.

4. Connections are Important
Middle school learners need to see a connection between language and their real lives. If not, they are not motivated.
Even though they place a great deal of importance on peer norms, they have more positive feelings toward people unlike themselves when they know more about them and when they understand more about the “way other people think and feel” (Robinson 1981).

5. Language Instruction in Middle School and the NCLB
Although the Standards for Foreign Language Learning in the 21st Century (SFLL) call for language instruction for all students in grades K-12, the effects of the federally mandated Elementary and Secondary Education Act (ESEA) of 2001, known as the No Child Left Behind Act (NCLB) has focused attention on math, science, reading, and support for English language learners, threatening instructional time and resources for foreign language programs in schools.

6. More about the NCLB
To provide better education for students in poverty groups through increased instructional services.
To raise academic achievement in the nation by requiring schools to assess all students on specific subject areas and report their progress.
Although the core academic subjects have been identified as English, reading/language arts, math, science, foreign languages, civics and government, economics, arts, history and geography, currently students are only being tested in the areas of reading/language arts, math, and science.
Overall, an increase in instructional time for reading/language arts and math, and a decrease in time for the arts, elementary social studies, and foreign languages.
Is this healthy for our nation? What are your views?

7. We shouldn’t give up on FLL in Middle School!
Middle school students’ attitudes toward the language learning experience is more favorable than that of high school learners.
In addition, Verkler (1994) attributes these finding to the positive climate of middle school, which fosters students’ social, emotional, and academic needs.
Students who study Spanish at the middle school level perform significantly better on oral interpersonal tasks than did their counterparts who begin study at the high school level.

8. Language program design at the Middle School level
The Exploratory Design – “learner friendly” way of beginning language study. Students should have opportunities to explore a wide range of subjects.
Intro to linguistics
Option to explore several languages
Survival language skills
Connections of other language to English
Exploration of cultures related to the languages being learned
The Sequential Design – Students acquire functional language ability in a cultural context, rather than talking in English about language and culture.

9. What should effective programs incorporate for middle school learners?
Should develop communicative skills in real-life situations
Broaden education background through language and cultural awareness
Healthy attitudes about people of other cultures
Motivation for continued language study
And longest possible sequence of language learning provided (elementary, middle, high)

10. Middle school environment
Adults are nice
Know student names and are interested in them
Curriculum is lively
Activities that vitalize ideas through doing, creating, building, and dramatizing
Pair and Group work
Teachers demonstrate warmth, optimism
Enthusiasm, flexibility, accept students
Awareness of different levels of students
Variety of instructional activities
“Success-building” behavior in teaching

11. Movement and the Arts Students respond well to music, dance and drama
Possible activities that incorporate the arts and movement:
Drawing, sketching, painting
Creating a poem
Action out a play
Learning a dance
Learning lyrics
Listening to music at beginning and end of class
Hearing soft music in the background
Moving around the room to conduct a survey or interview

12. Middle School Classroom Management
Well-managed classroom – one that keeps learners engaged in meaningful tasks and that establishes procedures and routines for everything from turning in papers to asking to go to the bathroom.
Plan your lesson thoroughly to engage learners every sing moment
Establish clear procedures that are observable, enforceable, in the target language.
Establish the connection between behavior and consequences.
Routines for opening the class, ending the class, etc.
Involve parents and the community

13. The “Cultures” Goal Area The Three “P”s
Practices – Patterns of behavior accepted by society; represent knowledge of “what to do and where.”
Products – What is created by members of the culture, both tangible and intangible.
Both practices and products are derived from the perspectives of the culture, that is the traditional ideas, attitudes, meanings, and values.
Figure 5.1 (p. 156)